Introduction

Since independence, Sudan, and southern Sudan in particular, has failed to achieve a unanimously accepted unified national/regional language of instruction at the basic level. Identifying the causes of this failure is crucial in order to be able to implement an effective new language policy for the entire basic level of education in southern Sudan. Some scholars found that the fault was either wholly or partially rooted in the language policy of the British colonial power (Sanderson/Sanderson 1981).

With their Sudan political service from 1898 to 1954, the British enacted and pursued policies that can be summarised by two specific aspects. First, there was the ‘Southern Policy’, a set of administrative recommendations and procedures contained in a memorandum issued in 1930 by the civil secretary of the (British) Sudan Political Service. Secondly, in the southern provinces education was in the hands of Christian missionaries from 1899 to 1945 (Beshir 1969: 37–60; Sanderson/ Sanderson 1981).

In the course of implementing the CPA, issues related to education on the ground have regained attention. The GOSS has started to re-establish English as a unified medium of instruction at the basic level. Many initiatives are being undertaken to improve the sector of basic education in southern Sudan. Approaches are being made towards improving school enrolment and retention, reconstruction of schools, girls’ education, the quality of education, education for peace, support of destitute children, child protection, and treatment of traumatised war-affected children. In addition, there has been the ‘Go to School – 2006’ education initiative by the GOSS.